few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Classify objects and count the number of objects in each category.

Measure and estimate lengths in standard units.

Measure lengths indirectly and by iterating length units.

Work with time and money.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Describe and compare measurable attributes.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.

Tell and write time.

Convert like measurement units within a given measurement system.

Relate addition and subtraction to length.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
problem_activity: Narrative
The purpose of this activity is for students to find the volume of figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts. There are different ways to decompose the figures. Monitor for students who break the figures apart differently and find the same total volume. To reinforce earlier work with cubic units of measure, ask students for the unit of measure in their response if they state the volume as only a number (MP2). If students finish early, give them isometric grid paper to draw a figure composed of two rectangular prisms for their partner to find the volume.
Representation: Internalize Comprehension
. Synthesis: Invite students to identify which details were needed in order to solve the problem. Display the sentence frame: “The next time I need to find the volume of a figure composed of two rectangular prisms, I will . . .“
Supports accessibility for: Conceptual Processing, Organization, Memory
Required Materials
Materials to Copy
Isometric Dot Paper Standard
Launch
Groups of 2
Display the image from the student workbook with the missing side lengths.
“How can we find the missing side lengths?”
1 minute: quiet think time
2 minutes: partner discussion
Share and record responses on the image of the figure.  (We can subtract 5 from 7 in both cases.)
Activity
“Now, each partner will find the volume of one of the figures and then switch papers. Your job is to then find the volume using a different decomposition strategy than your partner.”
If there is time, the groups of 2 can make groups of 4 and share responses and strategies.
10 minutes: independent work time with partner discussion
Give students access to isometric dot paper to draw the figures if they finish early.
Student Facing
[IMG]
Partner A: Find the volume of Figure 1.
Partner B: Find the volume of Figure 2.
Figure 1
[IMG]
Figure 2
[IMG]
Student Response
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Advancing Student Thinking
If students do not find the correct volume of the figure, ask, “Where do you see rectangular prisms in this figure?”
Activity Synthesis
Display: Figure 2
“How did you break up this shape to find the volume?” (I cut off the overhanging piece vertically to make two rectangular prisms. I cut off the bottom piece that the shape is resting on, horizontally.)
“How did you find the side lengths of the rectangular prisms?” (Some of the lengths are provided, and I found the others by subtracting.)
“Did you get the same volume when you broke up the figure differently? Why?” (Yes. The calculations were different but they both tell me how many cubic inches it takes to fill the shape.)


correct_option_index: 14